Mentoring – higher education
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Mentoring Camp Adult Learning Presented by Gale E. Cossette, Ph.D.
Transcript of Mentoring – higher education
Mentoring Camp
Adult Learning
Presented by
Gale E. Cossette, Ph.D.
Gale E. Cossette, Ph.D.
• Doctorate in Adult and Post-Secondary Education• Minor in Online Teaching and Course Development• PSU – Online course developer/facilitator – Learning
in Adulthood• University of Phoenix – Issues and Trends in Adult
Education/Training – E-Learning and E-Learning Design Technologies
• OPEN NH – ESOL Literacy Development, Literacy Coaching, DI, Special Ed Courses (Google Apps)
• Third Term President - NHLDA• Previous Experiences – K-12: Special
Education/Reading-Writing Specialist
TODAY’S AGENDA
Adult Learning 12:45 to 1:45
Break-Out Group – Discussion 1:45 to
2:45
Putting it all Together 2:45 to 3:15
Highlight
Assumptions
Agreements
Arguments
Of principles of adult learning
Brief Review of Breakout Groups
Presentation
Me: Adult Learning Principles
You: In Relationship to Mentoring
Vocabulary
Pedagogy
Andragogy
A Point to Consider!
Adult Learning Principles Andragogy
Mentor
Mentee
There is an adult relationship regardless of the
grade level being taught
Mentoring and Andragogy go
Hand in Hand
Experiential
Zone of Proximal
Development
Problem Centered
Critical Thinking
CriticalReflection
Transformative
Self-Directed
Cognitive
Adult Learning
Cognitive
Brain not static
Sensory
Organized file cabinet
Lifelong learning
Stimulating environment –
questioning – higher order thinking
Experiences
• Experiences become resources
• Length of life
• Good to competent in their line of
work
• Formal – informal learning
• Construction of experiences – cultural
– perceptions - sensory
Zone of Proximal Development
Lev Vygotsky
Social interaction
More knowledgeable
other
Problem Centered
Problem setting – Antecedent of PS
Active learning
Contextual - Authentic
Relevancy
Immediate application of knowledge
Dialectic Thinking
Identify and challenge assumptions
Imagine and explore alternatives
Practical logic
Questions all sides
Mature thinking
Flexibility in thinking
Critical Reflection
Transformative Learning
Result of critical thinking processes
Recognition, re-framing of
assumptions (cultural re-defining)
Empowerment
New developmental stage of belief
system
Not an independent act
Self-Directed
• Taking control
• Life long learning
• Formal – Informal learning
• Self-study
• What to learn; how to learn; how we
know we have learned
Implications for Mentors
• Self-directed• Focus on experiences of mentees• Build on mentee experiences• Different needs• Problem centered vs subject centered• Mentee actively involved with solving
their problems• Empowerment
Mentoring with Adult Principles• Mentoring Circles
• e-Mentoring
• CFG – Team mentoring
• Peer mentoring
• Coach mentoring
1:45 to 2:45
4 A’s Protocol
Purpose – Exploration of principles introduced in the adult learning presentation
Assumptions
Agreements
Arguments
Aspire/Act
Break Out Objectives
Critically review and discuss
assumptions, agreements, and
arguments related to the principles
of adult learning related to
mentoring in higher education
Practice the principals of adult
learning
Tips
Silence is not only golden, but also an opportunity to reflect
Relate your professional/personal experiences to the discussions
Timing helps to focus
Relate your professional/personal experiences to the discussion
• 5 min – highlight notes from presentation (assumptions, agreements, arguments) – if done, brief explanation of below – assign note taker
• 15 min – Discuss assumptions of adult learning as it relates to mentoring
• 15 min – Discuss agreements of adult learning as it relates to mentoring
• 15 min – Discuss argument of adult learning as it relates to mentoring
2:45 to 3:15
Wrap it up
5 min – Assumptions
5 min – Agreements
5 min – Arguments
How will this aspire you in relation to mentoring in higher education?
Contact Information
Gale E. Cossette, Ph.D.
603 332-7705
93 Chestnut Hill Road
Rochester, NH 03867
